Personal Genes GSEs: Life Science 4 (5-8) Using data provided, select evidence that supports the concept that genetic information is passed on from parents to offspring. 11a- Students demonstrate an understanding of human heredity by recognizing that characteristics of an organism result from inherited traits of one or more genes from the parents and other results from interactions with the environment. Context for the Lesson: This lesson is focused on the application of the concepts that were taught in Lesson 1 Observing Sprouts. The students have previous knowledge about the process of Mitosis, which will be reviewed in the first part of the lesson. In the last lesson, the students will have already heard of the vocabulary such as dominant, recessive and this lesson will allow the students to gain a more complete understanding of these concepts. This lesson will bridge the gap from plant genetics to human genetics and relate what they have learned thus far to their own lives. The main focus of the unit is genetics and heredity and this lesson will introduce the idea of inherited traits. The real world connection will be the students looking at their own inherited traits and making comparisons to their own parents, grandparents, or siblings. This lesson is made for a 90 minute period and will lead into a formal lab report traits passed through their own family. Objectives: * Students will be able to explain what an inherited trait is. * Students will create a character based on their own traits and their partner’s traits.
Students will fill out a worksheet identifying their own phenotypes and genotypes.
Students will perform an activity that demonstrates the role of genes and how parents chromosomes are randomly paired.
Opportunities to Learn: * Students will be seated in groups of 4 and will be working in these groups for this lesson Materials Needed: * Pennies * Sticky dots that stick on the pennies * construction paper * art supplies * Handout Student Sheet 19.3C
Differentiated Instruction: 1. Students will be heterogeneously grouped. During the group work portion of this lesson, if certain pairs finish early, they can switch partners within their group of 4 and make another character. 2. This lesson addresses multiple learning styles, allowing the students to verbally discuss, work in groups, and draw characters.
Students approaching proficiency:
Some students may need assistance with taking notes. A graphic organizer can be used to help them focus their note taking and be sure that it is complete. They may have more specific guiding questions for their worksheet if needed.
Students exceeding proficiency:
If students finish their characters early, they can switch partners and create another character. They will also have the opportunity to explain what they learned on their worksheets.
Instructional Procedures: Opening/ Engagement/Closure: Opening: 1. As the class comes in the classroom, there will be a list of question on the board for their journal. What is the difference between a dominant and recessive trait? This question is geared to review what they learned last class because they will need to use these terms during this activity. 2. Discuss the differences between dominant and recessive traits that were learned last class.
Part 1 Reading and Notes
Reading: Heredity- Passing it on (p.230) Notes on Heredity
1. Reading will be read out loud we will take notes on the board. Questions will arise throughout the reading, which will lead to the main points of the notes.
2. Questions as we read:
What is the difference between sexual and asexual reproduction?
How many chromosomes do we have?
How many pairs of chromosomes do we have?
Why do sex cells only have half the number of chromosomes?
What is the difference between genotype and phenotype?
After each section that addresses each question, the question will be posed to the class and the answer will be added to the class notes for the day.
3. We will review the process of mitosis that they have previously learned and especially make note of the fact that the male and female sex cells combine to make the chromosome of the offspring, which contains one of the chromosomes from each parent. It is a random combination! (Will be referred to later with the pennies)
Part 2 Discovering Your Traits
1. Go over inherited traits that we observed in Pea Plants. What are some examples of traits that Mendel observed in his pea plants? Which trait did we observe? What traits were we able to observe of the horses? 2. Students will get a handout describing human traits that are inherited (Handout Student Sheet 19.3C)
They will use this worksheet in order to see what each traits looks like and an example of a dominant and recessive form of each traits. Question will be added to this worksheet: 1. In what ways does my character look like me? 2. In what ways does it look different from me? 3. Why? 3. As a class, we will go over each individual trait and how to tell the difference between the phenotypes for dominant and recessive. Students will highlight their own traits with a highlighter as we go over each. To be sure that the students understand, I will ask how many students have a particular trait and check to be sure that all who think they do actually do. 4. They will test themselves and record what trait they have by highlighting their worksheet.
Part 3 Create a Character
We are going to create our own character based on our traits that we show. Now that we have established which phenotypes we are for each trait, we will determine our genotypes. 1. For this activity, they will decide what their gene pair is based on whether they show a dominant or recessive trait. For example, all of the blue eyes students will have be homozygous recessive bb and the brown eyes students will be heterozygous Bb . Note: all students dominant for a trait will consider themselves heterozygous for the trait. 2. Students will work in their table groups of 4. They will pair off in their group of 4 and each pair will have a [[bmcarldle L2 cartoon character handout|
]] with a face that they will color in according to their results from their experiment that they will perform together. 3. For each trait from their original worksheet, they each student will set up their pennies. 4. Students will have one penny per trait and will put a letter on each side of their penny, one for each other genes that they have determined. They will make one penny for each trait. For example, if one student has blond hair, they will put a little b on each side of a penny for a homozygous recessive trait. Students will be reminded that this is to represent the fact that each parent gives one chromosome, which then pair randomly. 5. After students have made their pennies, they will start the activity to create their character with their partner. Activity: -Each student flips their coin for hair color. They take the letter from each of their coins and write it on their worksheet. They color in their character based on the phenotype and genotype that they determine. For example, if one student throws a B (dominant brown eyes) and the other throws a b (recessive brown eyes), their character will have brown eyes (heterozygous). -Repeat these steps for each of the traits discussed. 6. If some students finish early, they can switch partners in their group of 4 and create another character. 7. The completed characters will be collected and shuffled, and displayed on the board. 8. The class will try to guess which pairs made which character posted on the wall. 9. Class discussion about:
Why did we flip a coin? What did this represent?
How can two people with brown hair create a blond haired character?
What characteristics do each of you share with the character that you created?
How is this similar or different to comparing your traits with your parents/ siblings? 10. Students will be given time to answer the final questions on their worksheets from part 2 individually. Closure: 1. Introduction to survey that they will perform on their family as their formal lab report for this semester. Explain details of requirements. The purpose of the lab is to answer: How are genes passed through my family? 2. Give out handout for homework, which is a survey for their family members. Fill out one row for each family member (minimum of 3) describe the traits that we discussed in class. If you do not want to do this project on your own family, you have the option of picking famous people to be your family to work with for this project. 3. Introduce 3rd Quarter Formal Lab Report. You will create a pedigree of their family or a fictitious family tree in order to see the passing of traits from one generation to another. You will learn what a pedigree is next class, but the main idea to keep in mind is how your traits are similar or different from the traits of your family members.
4. Study vocabulary for a Quiz next class!!!!
Assessment: 1. Journals will be checked periodically throughout the year. They will be checked for completion. In this lesson, I will be looking for a short answer explaining the difference between dominant and recessive traits using definitions from their notes. 2. The character drawings will be collected and corrected based on the letters that they each threw and if their characters were accurately colored according to the letters.
3. Worksheets will be checked as a classwork grade and assessment for their understanding of dominant and recessive traits along with inheritance. The answers must be completed and accurate observations must be made. 3. The groups will be evaluated for staying on task and working together by teach observation of behavior.
GSEs:
Life Science 4 (5-8) Using data provided, select evidence that supports the concept that genetic information is passed on from parents to offspring.
11a- Students demonstrate an understanding of human heredity by recognizing that characteristics of an organism result from inherited traits of one or more genes from the parents and other results from interactions with the environment.
Context for the Lesson:
This lesson is focused on the application of the concepts that were taught in Lesson 1 Observing Sprouts. The students have previous knowledge about the process of Mitosis, which will be reviewed in the first part of the lesson. In the last lesson, the students will have already heard of the vocabulary such as dominant, recessive and this lesson will allow the students to gain a more complete understanding of these concepts. This lesson will bridge the gap from plant genetics to human genetics and relate what they have learned thus far to their own lives. The main focus of the unit is genetics and heredity and this lesson will introduce the idea of inherited traits. The real world connection will be the students looking at their own inherited traits and making comparisons to their own parents, grandparents, or siblings. This lesson is made for a 90 minute period and will lead into a formal lab report traits passed through their own family.
Objectives:
* Students will be able to explain what an inherited trait is.
* Students will create a character based on their own traits and their partner’s traits.
Opportunities to Learn:
* Students will be seated in groups of 4 and will be working in these groups for this lesson
Materials Needed:
* Pennies
* Sticky dots that stick on the pennies
* construction paper
* art supplies
* Handout Student Sheet 19.3C
Differentiated Instruction:
1. Students will be heterogeneously grouped. During the group work portion of this lesson, if certain pairs finish early, they can switch partners within their group of 4 and make another character.
2. This lesson addresses multiple learning styles, allowing the students to verbally discuss, work in groups, and draw characters.
Students approaching proficiency:
Some students may need assistance with taking notes. A graphic organizer can be used to help them focus their note taking and be sure that it is complete. They may have more specific guiding questions for their worksheet if needed.
Students exceeding proficiency:
If students finish their characters early, they can switch partners and create another character. They will also have the opportunity to explain what they learned on their worksheets.
Instructional Procedures: Opening/ Engagement/Closure:
Opening:
1. As the class comes in the classroom, there will be a list of question on the board for their journal. What is the difference between a dominant and recessive trait? This question is geared to review what they learned last class because they will need to use these terms during this activity.
2. Discuss the differences between dominant and recessive traits that were learned last class.
Part 1 Reading and Notes
Reading: Heredity- Passing it on (p.230)Notes on Heredity
1. Reading will be read out loud we will take notes on the board. Questions will arise throughout the reading, which will lead to the main points of the notes.
2. Questions as we read:
What is the difference between sexual and asexual reproduction?
How many chromosomes do we have?
How many pairs of chromosomes do we have?
Why do sex cells only have half the number of chromosomes?
What is the difference between genotype and phenotype?
After each section that addresses each question, the question will be posed to the class and the answer will be added to the class notes for the day.
3. We will review the process of mitosis that they have previously learned and especially make note of the fact that the male and female sex cells combine to make the chromosome of the offspring, which contains one of the chromosomes from each parent. It is a random combination! (Will be referred to later with the pennies)
Part 2 Discovering Your Traits
1. Go over inherited traits that we observed in Pea Plants. What are some examples of traits that Mendel observed in his pea plants? Which trait did we observe? What traits were we able to observe of the horses?2. Students will get a handout describing human traits that are inherited (Handout Student Sheet 19.3C)
They will use this worksheet in order to see what each traits looks like and an example of a dominant and recessive form of each traits. Question will be added to this worksheet: 1. In what ways does my character look like me? 2. In what ways does it look different from me? 3. Why?
3. As a class, we will go over each individual trait and how to tell the difference between the phenotypes for dominant and recessive. Students will highlight their own traits with a highlighter as we go over each. To be sure that the students understand, I will ask how many students have a particular trait and check to be sure that all who think they do actually do.
4. They will test themselves and record what trait they have by highlighting their worksheet.
Part 3 Create a Character
We are going to create our own character based on our traits that we show. Now that we have established which phenotypes we are for each trait, we will determine our genotypes.1. For this activity, they will decide what their gene pair is based on whether they show a dominant or recessive trait. For example, all of the blue eyes students will have be homozygous recessive bb and the brown eyes students will be heterozygous Bb . Note: all students dominant for a trait will consider themselves heterozygous for the trait.
2. Students will work in their table groups of 4. They will pair off in their group of 4 and each pair will have a [[bmcarldle L2 cartoon character handout|
3. For each trait from their original worksheet, they each student will set up their pennies.
4. Students will have one penny per trait and will put a letter on each side of their penny, one for each other genes that they have determined. They will make one penny for each trait. For example, if one student has blond hair, they will put a little b on each side of a penny for a homozygous recessive trait. Students will be reminded that this is to represent the fact that each parent gives one chromosome, which then pair randomly.
5. After students have made their pennies, they will start the activity to create their character with their partner.
Activity:
-Each student flips their coin for hair color. They take the letter from each of their coins and write it on their worksheet. They color in their character based on the phenotype and genotype that they determine. For example, if one student throws a B (dominant brown eyes) and the other throws a b (recessive brown eyes), their character will have brown eyes (heterozygous).
-Repeat these steps for each of the traits discussed. 6. If some students finish early, they can switch partners in their group of 4 and create another character.
7. The completed characters will be collected and shuffled, and displayed on the board.
8. The class will try to guess which pairs made which character posted on the wall.
9. Class discussion about:
Why did we flip a coin? What did this represent?
How can two people with brown hair create a blond haired character?
What characteristics do each of you share with the character that you created?
How is this similar or different to comparing your traits with your parents/ siblings?
10. Students will be given time to answer the final questions on their worksheets from part 2 individually.
Closure:
1. Introduction to survey that they will perform on their family as their formal lab report for this semester. Explain details of requirements.
The purpose of the lab is to answer: How are genes passed through my family?
2. Give out handout for homework, which is a survey for their family members. Fill out one row for each family member (minimum of 3) describe the traits that we discussed in class. If you do not want to do this project on your own family, you have the option of picking famous people to be your family to work with for this project.
3. Introduce 3rd Quarter Formal Lab Report. You will create a pedigree of their family or a fictitious family tree in order to see the passing of traits from one generation to another. You will learn what a pedigree is next class, but the main idea to keep in mind is how your traits are similar or different from the traits of your family members.
4. Study vocabulary for a Quiz next class!!!!
Assessment:
1. Journals will be checked periodically throughout the year. They will be checked for completion. In this lesson, I will be looking for a short answer explaining the difference between dominant and recessive traits using definitions from their notes.
2. The character drawings will be collected and corrected based on the letters that they each threw and if their characters were accurately colored according to the letters.
3. Worksheets will be checked as a classwork grade and assessment for their understanding of dominant and recessive traits along with inheritance. The answers must be completed and accurate observations must be made.
3. The groups will be evaluated for staying on task and working together by teach observation of behavior.